Gaming Literacies

The game that I chose was Diner Dash. This is a game where the gamer has to act as a waiter/waitress as well as the Diner owner/manager.  

1. What gaming elements provide users the learning content and how? (Refer to the journal article page 4).

• Text: The text is very helpful to the gamer. At the beginning of every level there are dialogue boxes that tell you some hints to help you out in that level. At the end of each level there are also dialogue boxes letting you know some things you have earned that level and what you score was. This is where the gamer will figure out if they are able to move on to the next round and if not some things they can do to get the score to move on.
• Visual-graphic elements: as stated in the article this game has a "God's perspective" there are avatars on the screen that the gamer gets to manipulate. They have to guide the avatars through the level to be successful.
• Audio elements: The audio is also helpful. A bell rings when the food is ready to be delivered. Sounds go off when more people arrive at the diner. It provides the gamer with a realistic aatmosphere.

2. What is the goal of the game? The goal of the game is to reach a certain dollar amount at the end of each shift.

3. What are rules of playing this game? the rules of playing the game are you have to reach your goal at the end of each level to move on to the next one, keep each group of customers happy, and do everything as fast as you can. 

4. Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content? Yes, i think it is embedded in curriculum-related content. The more the gamer plays this game the more they will learn about the restaurant life.